Ability, Schooling Inputs and Earnings: Evidence from the NELS
Utilizing the National Educational Longitudinal Study data, this paper examines the role of pre-market cognitive and noncognitive abilities, as well as schooling inputs, on young men's earnings. In addition to the conditional mean, we estimate the impacts over the earnings distribution using recently developed (instrumental) quantile regression techniques. Our results show that noncognitive ability is an important determinant of earnings, but the effects are not uniform across the distribution. We find noncognitive ability to be most effective for lower quantiles. Cognitive ability, on the other hand, shows a reversed pattern with more pronounced effects at the upper tail of the earnings distribution. We also find that, on average, pupil-teacher ratio is a significant determinant of earnings. However, similar to ability, the effects are not homogeneous
|Date of creation:||Mar 2009|
|Date of revision:||Aug 2009|
|Contact details of provider:|| Phone: (702) 895-3776|
Fax: (702) 895-1354
Web page: http://business.unlv.edu/econ/
More information through EDIRC
When requesting a correction, please mention this item's handle: RePEc:nlv:wpaper:0906. See general information about how to correct material in RePEc.
For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: (Bill Robinson)
If references are entirely missing, you can add them using this form.